Boarding Guazhou is a poem of primary school. The following is a speech I brought to you about the state of Denggua. I hope I can help you!
Let's start with teaching material analysis.
1, textbook description:
Boarding in Guazhou is the first volume of the sixth grade of People's Education Press, lesson 15. It is written that after the poet stopped in Guazhou, he looked at Jingkou, which is separated by a river, and thought of Nanjing, which is not far from Jingkou. He could not help but evoke deep homesickness and express the author's deep nostalgia and love for his hometown. The whole idea is subtle and distant.
2. Analysis of learner characteristics
The sixth-grade students have learned a lot of ancient poems, and most of them can read the general idea of ancient poems through annotations, reference books, imaginary pictures, etc., which has a certain emotional and knowledge foundation for learning ancient poems and lays a foundation for reading poems, understanding poems and creating poems and rhymes with poems.
3. Teaching objectives
1. Knowledge and skills goal: read the text correctly, fluently and emotionally, master the new words in this lesson, and reach the level of recitation and dictation.
2. Process and Method Objective: To cultivate the ability of solving problems and processing information by consulting materials and self-study.
3. Emotion, attitude and values: experience the poet's homesickness, understand the rich and colorful culture of the motherland, and cultivate students' feelings of loving the language and literature of the motherland.
5. Teaching preparation
1), teacher: making courseware; Read poetry repeatedly, deeply understand emotions, and thoroughly understand poetry.
2) student: dictionary; Collect poems describing spring and bright moon; Collect Wang Anshi's poems; Collect author information and so on.
Teaching emphasis and difficulty: guide students to feel the sincere feelings expressed in poetry.
Second, talk about teaching methods.
Based on this understanding of the teaching materials, and in view of the learning situation of sixth-grade students, I mainly adopt the double-subject teaching method to organize classroom teaching. Next, I will discuss the teaching strategies adopted in this class in combination with teaching methods.
1, situational teaching method
In the teaching of this poem, I intend to create a variety of situations that students are willing to accept and enjoy through introduction, stick figure picture reproduction, theme music, scene reproduction, language description and other means, so that students can feel, read, express and innovate in multi-directional interactive situations.
2. Reading comprehension teaching method
The teaching of ancient poetry in primary schools must cultivate students' sense of language, comprehend, develop thinking, understand and cultivate sentiment in reading. So I pay attention to guiding students to read and recite with emotion, which is the reason.
3. Imagination method: Inspired and encouraged by teachers, with the help of audio and video of media courseware, students can open the floodgate of imagination, try to figure out the inner feelings of characters, express their inner feelings, express their unique opinions, and have emotional resonance with poets. Therefore, in teaching, students can expand their imagination with the help of pictures, audio and video media.
Third, talk about learning methods;
1, students collect data by themselves or in cooperation, and cultivate students' ability to collect data.
1. By reading aloud, reciting, enjoying situational music, discussing and exchanging experiences, and learning the methods of learning ancient poems, students' EQ quality can be improved.
2. Do a good job in group and team cooperative learning, improve the operation mechanism, promote students' subjectivity, gradually realize the coordinated use of independent and cooperative learning methods, and finally develop students' study habits of cooperative communication.
Fourth, talk about the teaching process
What do I rely on around the teaching objectives? Reading? Do you understand? Feeling? Consolidate and extend? This model has designed the following four teaching links:
(1) Show the collected data, introduce new lessons to find and solve problems, introduce the background of the times, stimulate students' interest in learning, and set the emotional tone of ancient poetry teaching.
I'm going to take this part in three steps: the first step is to guide students to read poems correctly, pronounce words clearly, and focus on correct reading through free reading and named reading? Between? Studying? N (because it is? Interval? The meaning of); ? Chung Shan Man? what's up Heavy? Read h? ng； ? Or? Read the clock; The second step is to guide students to master the law of reading poetry (in ancient poetry, the first and second sounds are read long, and the third and fourth sounds are read short), to guide students to read the rhythm of poetry, and to initially read the charm of ancient poetry;
(3) The third step is to guide students to read poems with annotations.
The last step is: first, guide students to use the methods they have learned before, that is, reading notes, consulting materials and imagining while reading, to understand the general idea of ancient poetry, and then exchange their understanding of the poem with their peers. In the process of communication, because the sixth-grade children are vague about the three place names in the poem, I am going to show a sketch of the Yangtze River on the slide show, so that students can see these three place names. At the same time, I will guide students to understand the meaning of the first and second lines with the help of board painting, and on this basis, I will guide students to think: In your opinion, is the poet close to home or far from home? Students may have two answers, that is, they think the poet is far from home or they think the poet is close to home. Teachers organize teaching in time according to students' answers, so that students can tell the reasons of distance respectively, and take the opportunity to guide students to grasp it? Lishui? 、? Just separated? Understand the poet's actual distance from home and the distance from home in his heart, initially understand the poet's yearning for his hometown, and guide students to read the first two lines of ancient poetry on the basis of feelings, so as to understand the meaning of the poem.
(4) Enter the realm of poetry and understand poetry.
This part of teaching is the focus of this class. I am going to lead students to understand the charm of ancient poetry and the poet's nostalgia for his hometown by means of imagination, sentiment, reading poetry, writing lyrics and supplementing materials. The specific operation is as follows:
1, grab the eye? Again? And then what? Green? Imagine the picture and feel the poetic realm.
Show me this poem? Spring Breeze and Green Jiang Nanan? Guide students to understand? Green? Let the students imagine what spring is like in Jiangnan according to this poem. And describe it in language; And stand out? Again? The meaning of the word: The author saw the new green everywhere in spring and thought that spring had gone and would come again. He had left his hometown. When can he come back? Introduction: At this moment, how can a poet not think about it? When will the bright moon shine on me? Looking at the beautiful hometown in the distance and missing the relatives and friends who are hard to give up, how can a poet not ask? When will the bright moon shine on me? At this time, students have a further understanding of the poet's longing for and reluctance to give up his hometown by reading the last line of the poem.
2. Guide? Guazhou is at the mouth of Beijing, separated by several mountains. ?
This part of teaching aims to guide students to expand their imagination, guide them into the poet's inner world, into the poet's life, and imagine what unforgettable time the poet spent in his hometown. And write lyrics. On this basis, the teacher organizes an introduction according to the student report: Can the poet stay in Guazhou at this time, reunite with his family and enjoy the happiness and warmth of his family?
In front of me, I saw a water room in Guazhou, Jingkou, separated from Zhongshan by several mountains. ;
Can drinking and tasting poems with old friends still be realized?
In front of me, I saw a water room in Guazhou, Jingkou, separated from Zhongshan by several mountains. ;
Can I take my family for an outing or an outing?
In front of me, I saw a water room in Guazhou, Jingkou, separated from Zhongshan by several mountains. ;
?
After such repeated chanting, students can deeply understand the author's homesickness.
3. Show the information and understand the author's writing background.
On the basis of students' deep understanding of the poet's homesickness and homesickness, this paper presents the relevant materials of the poet, aiming at guiding students to understand under what circumstances the poet wrote this poem, which will play a positive role in students' deeper understanding and sublimation of ancient poetry. And introduce it in time? When will the bright moon shine on me? In a word. This poem is the essence of the whole poem and a high concentration of the poet's feelings. On this basis, ask questions: Jiang Nanan spring breeze is green, when will the bright moon shine on me? ? It is the poet's endless homesickness and endless thoughts.
4. Read ancient poems and sublimate feelings.
On the basis of reading ancient poems step by step, guiding students to read ancient poems as a whole is not only a return to the ontology of ancient poems, but also a return and sublimation of students' emotions.
5. Recite ancient poems.
(4) Extension:
1. Show poems about homesickness for students to read.
It's a wonderful feeling to miss your relatives in your hometown. Students can express their thoughts by writing letters and making phone calls.
Through the design of the above four sections, the practice of language understanding and reading is constantly set up, leading students to experience the poet's deep homesickness, and radiating the ancient poems in this lesson to other related poems, which sublimates students' understanding and memory, not only accumulates and uses poems, but also provides students with an emotional space to release and express their thoughts about family and friends.
Teaching evaluation of verb (abbreviation of verb);
In this class, I mainly evaluate students' learning process and results in the form of formative evaluation and summative evaluation, qualitative and quantitative evaluation. In the process of teaching, students who think or flash words are encouraged by words and applause in time, and those who fail to meet the requirements are encouraged to rethink. After the task of link learning comes to an end, there are simple comments, thinking about problems, reciting and so on. And those who do well in speaking, reciting and doing problems. , points should be registered, so that all units can provide supplementary and reference materials for teaching reflection and unit test score statistics.
;